An examination of the role of the e-tutor

Abstract

As online learning environments continue to evolve, both teachers and students need to adapt to make the most of opportunities afforded by these environments for teaching and learning. The focus of this paper is on the changing role undertaken by tutors in online learning environments. We present a brief review of the current perspectives on the roles and responsibilities suggested for the e-tutor for effective teaching, and then report on a study where roles of e-tutors in a large wholly online unit were examined. The study supports the view that although the role of the e-tutor is similar to that of the face to face tutor in some respects, there are sufficient differences to make e-tutoring challenging to those who have not undertaken such online activities previously. Ongoing professional development is required to meet the changing demands of the technological environment, as well as the changing needs of students. IntroductionOver the last two decades teaching in most Australian tertiary institutions has shifted from a purely face to face environment to one which is online or a blending of the two. Online environments continue to evolve as newer technologies make more sophisticated online delivery possible. Current online learning environments (OLEs) support interactivity, communication, participation and collaboration, as well as student engagement in authentic learning tasks.While these online environments continue to change, the desire to ensure effective student learning is taking place remains. Ramsden (1992) argues that effective teaching facilitates effective learning by students. Consequently the quality of the teaching is important in any learning environment to ensure that outcomes for students are optimal. Strategies for successful teaching require teachers to continually adapt to the learning environment within which they operate (Salmon, 2002). Wilson and Stacey (2004) and Dixon, Dixon and Axmann (2008), among others, suggest that the provision of professional development for academic staff is continually required as OLEs develop and change.The overall aim of this study was to identify characteristics of effective tutors in online learning environments. In this paper the roles of e-tutors as described in the literature were reviewed. These roles were then compared to those adopted by teaching staff in a large, wholly online unit at an Australian tertiary institution. The lessons learned from this study have highlighted implications for teaching practice in such online learning environments. Goold, Coldwell and Craig 705 BackgroundAccording to the National Tertiary Education Union (NTEU) the use of casual staff in the tertiary education sector in Australia is increasing. Over the period 1995 to 2005 casual staff increased by 54% while permanent staff increased by 23% (NTEU, 2007). NTEU suggests that the increasing use of casual staff to fulfil teaching commitments has resulted from the devolved budget models currently popular in tertiary institutions.The traditional learning environment in Austr...

An importance–competence analysis of the roles and competencies of e-tutors at an open distance learning institution

“…Einstructors or e-tutors now play a very important role in these learning environments. However, while they play a crucial role in e-learning success, they face many new challenges in higher education (Goold, Coldwell, & Craig, 2010). Rapidly evolving developments in e-learning raise the question of the roles required of online tutors, the skills and competencies that underpin these roles, and the need for training and professional development opportunities (Bennet & Marsh, 2002).…”

“…Interacting in an online environment is very different from interacting in a face-to-face classroom (Denis, Watland, Pirotte, & Verday, 2004;Goold et al, 2010). E-tutors require a paradigm shift in their perceptions of instructional time and space, virtual management techniques, and ways of engaging students through virtual communications (O'Neil, 2006).…”

To what extent can PBL principles be applied in blended learning: Lessons learned from health master programs

“…As early as 2002, Barker (2002) wondered whether educational institutions are providing adequate training and support for staff development in the important and rapidly growing area of online tutoring. An explorative study found that the experience of the e-tutor impacts on support of virtual online collaboration (Kopp et al 2012), and another study reported a need for guidance and training of novice e-tutors (Goold et al 2010).…”

Ελληνική Μουσική Και Πολιτισμός Στην Εξ Αποστάσεως Εκπαίδευση

“…Ο εκπαιδευτής ενημερώνει συστηματικά τους σπουδαστές για το χρονοδιάγραμμα υποβολής των ασκήσεων, τους τροφοδοτεί με οδηγό μελέτης ανά διδακτική ενότητα που στοχεύει στην διευκόλυνση της οργάνωσης της μελέτης του εκπαιδευόμενου και τους καθοδηγεί για τη δημιουργία της τελικής εργασίας, η οποία διατίθεται κατά την ολοκλήρωση του μαθήματος και αφορά στο σύνολο της ύλης. Ο εκπαιδευτής, βέβαια, δεν διδάσκει με τη κλασική έννοια, αλλά υποστηρίζει, διευκολύνει και καθοδηγεί τη μελέτη του υλικού, απαντά σε ερωτήματα, εποπτεύει την πρόοδο των σπουδαστών και επισημαίνει τυχόν δυσκολίες που προκύπτουν (Goold, Coldwell & Craig, 2010).…”